INDIVIDUALIZATION OF EDUCATION AND THE TRANSFORMATION OF THE CONCEPT OF INDIVIDUALITY IN THE NEW EDUCATION MOVEMENT IN AMERICA

在19世纪末新教育运动兴起时，“个性”一词有两层含义：个体差异和自发性。在大多数学校系统中引入评分和升级制，并在许多课堂上采用同步课堂教学时，强调了前者的意义。这样的教学体制和教学方法不可避免地产生了不适应，阻碍了学校的管理。学校管理者考虑到他们的个性特点，试图使教育个别化。个性的另一种含义在儿童学习运动中普及。弗雷德里克·李斯特·伯克提出了儿童个体发展是内力产生并由自发活动推动的动力论。虽然儿童学习运动在20世纪末消失了，但能动性理论仍然存在于个别化教学方法中，如道尔顿计划和温尼特卡计划。进步的教育家在20世纪20年代和30年代设计了各种个别化教学。他们试图综合“个性”的两种含义。

There were two meanings in the term, "individuality" in the late 19th-century when the New Education Movement took place ; individual differences and spontaneity. The former meaning was emphasized when grading and promotion system was introduced into most school systems and simultaneous class teaching was adopted in many classrooms. Such a system and method of teaching inevitably produced misfits who were obstructive to school management. School administrators considered their characteristics "individuality, " and tried to individualize education.The other meaning of individuality was popularized in the child study movement. Frederic Lister Burk proposed the theory of dynamism that development of individual child would be the emergence of internal forces and be promoted by spontaneous activities. Though the child study movement faded away in 1900s, the theory of dynamism survived in the method of individual instruction, e. g. the Dalton Plan and the Winnetka Plan.Progressive educators devised various kinds of individual instruction in the 1920s and 1930s. They tried to synthesize the two meanings of "individuality."